Benefits of and Barriers to Elementary Student-Led Individualized Education Programs
| العنوان: | Benefits of and Barriers to Elementary Student-Led Individualized Education Programs |
|---|---|
| المؤلفون: | Brian A. Bottge, Jeanne E. Danneker |
| المصدر: | Remedial and Special Education. 30:225-233 |
| بيانات النشر: | SAGE Publications, 2008. |
| سنة النشر: | 2008 |
| مصطلحات موضوعية: | Medical education, media_common.quotation_subject, Public Health, Environmental and Occupational Health, Self-advocacy, Special education, Education, Task (project management), Self-determination, Content analysis, Individualized Education Program, Pedagogy, ComputingMilieux_COMPUTERSANDEDUCATION, Psychology, media_common |
| الوصف: | An important task of special educators is helping students with disabilities develop their self-determination skills. Considerable evidence suggests, however, that the goal of providing these students with the motivation and sense of independence that leads to self-determined behavior has not often been achieved. A multiple-case design was used in this study to describe the experiences of four elementary students with disabilities who were taught how to communicate their goals and identify appropriate accommodations at their individualized education program (IEP) meeting. Observations of the IEP meetings and follow-up interviews with parents, teachers, and students revealed that elementary students were capable of contributing important information about their disabilities and suggestions for accommodating them. The potential for promoting greater self-reliance in young students with disabilities is discussed. |
| تدمد: | 1538-4756 0741-9325 |
| DOI: | 10.1177/0741932508315650 |
| URL الوصول: | https://explore.openaire.eu/search/publication?articleId=doi_________::b360c22b7bff995ca882db6e21a31031 https://doi.org/10.1177/0741932508315650 |
| Rights: | CLOSED |
| رقم الانضمام: | edsair.doi...........b360c22b7bff995ca882db6e21a31031 |
| قاعدة البيانات: | OpenAIRE |
| تدمد: | 15384756 07419325 |
|---|---|
| DOI: | 10.1177/0741932508315650 |